Problem implementation as a lever for change: An experimental study of the effects of a professional development program on students' mathematics learning

Rossella Santagata, Nicole Kersting, Karen B. Givvin, James W. Stigler

Research output: Contribution to journalArticle

45 Scopus citations

Abstract

This study investigates, through an experimental design, the effectiveness of a professional development program on teacher knowledge and practices and on student learning. The program consisted of a series of video-based modules designed to respond to needs of U.S. teachers, as highlighted by findings from the 1999 Third International Mathematics and Science Video Study. Sixty-four 6th-grade teachers from five low-performing inner-city schools participated in the study and were randomly assigned to treatment and control groups. Measures included fidelity of implementation, teacher knowledge and practice, and student mathematics learning. The program did not impact significantly teacher knowledge or practices as measured in the study. An effect was found on mathematics learning for students whose teachers reached a certain level of mathematics content knowledge. Discussion of findings includes lessons learned about conducting and studying professional development, particularly in low-performing schools.

Original languageEnglish (US)
Pages (from-to)1-24
Number of pages24
JournalJournal of Research on Educational Effectiveness
Volume4
Issue number1
DOIs
StatePublished - Jan 1 2011

Keywords

  • Experimental design
  • Mathematics
  • Middle school
  • Student learning
  • Teacher content knowledge
  • Teacher professional development
  • Video

ASJC Scopus subject areas

  • Education

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